Library Instruction for Graduate Nursing Students: A Scoping Review

Objective – The number of graduate nursing programs in the U.S. has increased significantly recent years. This scoping review seeks to examine range literature discussing librarian instruction for students identity types studies being published, characteristics instructional sessions, knowledge gaps which may exist, and evidence available a subsequent systematic evaluating effectiveness. Methods Guidelines established by PRISMA statement reviews (PRISMA-Scr) were used conduct this review. Concepts library searched six databases as well Google Scholar. two authors titles/abstracts when necessary, full-text independently screen identified studies. Conflicting screening decisions resolved discussion. Results Data was extracted from 20 sources. Thirteen sources descriptions classes or programs, one program evaluation, mixed methods that looked at use support respectively but did not assess instruction, surveys students’ feelings attitudes about quasi-experimental included pre-post quizzes. most popular format online (synchronous asynchronous) instruction. Most include information timing duration In addition, reference theory although few mentioned aspects such active learning. Only source using specific model develop content. While several assessment student learning, only four results assessment. Conclusions Sources reporting on consisted primarily sessions. Many descriptive lacked essential specifics format, timing, would aid replication other institutions. research evaluated